This is an introductory course in therapeutic communication for rehabilitation professionals. Students taking this course will receive an overview of basic verbal and nonverbal therapeutic communication skills and application within a rehabilitation setting.
In this course, the instructor provides an overview of motivational interviewing, originally introduced by William Miler and Stephen Rollnick in 1983. The instructor will evidence supporting motivational interviewing and application to Occupational Therapy.
Students with learning and attention disorders face obstacles related to managing occupational and life demands during their transitions to adult roles. Occupational therapists are ideally suited to facilitate the occupational role and performance of high achieving youth with learning and/or attention disorders (L/AD) in preparation for and during the transition to adult roles and contexts through college pathways. However, greater understanding of these young people’s broad-ranging needs and challenges across academic, career development, social, and daily life contexts is necessary. This presentation describes challenges faced by young adult college students with L/AD, a multi-faceted approach for supporting these students used at the University of Florida, and insights learned from academically successful undergraduates with L/AD that can be used to guide both research and practice.
To enable family members or friends, in the USA and Canada, to detect at-risk older drivers, Dr. Classen and colleagues, developed and tested the Fitness-to-Drive Screening Measure (FTDS), a user friendly on-line tool http://fitnesstodrive.phhp.ufl.edu/. Family members, caregivers, or friends who had driven with the driver in the last three months, may rate the drivers’ difficulties by completing 54 screening questions. After completing the questions a keyform, or rating profile, of each driver is produced which includes a classification of the driver into one of three categories: at-risk driver, routine driver, or accomplished driver. Based on the specific driver category, recommendations-- the logical next steps for family members, friends or clinicians-- are suggested for each driver. These recommendations entail guidelines for continued fitness to drive, seeking interventions, or starting conversations about stopping driving. The FTDS has been translated into Japanese and Korean with demonstrated psychometric support for the Korean version. A shorter version has been developed (32 items) with excellent predictive validity of fitness to drive outcomes. This course will discuss each of these core activities and apply content information to an actual case study.
This course starts by providing a background of crash statistics for the U.S. and introduces the concept of crash risk and crash risk reduction. Next, we provide an overview of terminology that is used in the driving literature, specifically related to driving outcomes. The audience is further exposed to a breadth of evidence-based methods and tools to help assess an individual’s fitness to drive. These assessments include the Comprehensive Driving Evaluation, which can be subdivided into clinical assessments, driving simulator assessments, and the on-road assessment. Dr. Classen is synopsizing the factual content in this course from almost two decades of exposure to empirical evidence and best practices –all packaged to enable clinicians to practice from an evidence-based perspective.
In this course, the author provides an overview of life care planning as a case management tool for occupational therapy practitioners as well as other rehabilitation professionals. Definitions and roles for life care planning are included. The training also includes an overview of the methodology associated with life care planning practice.
Based on the People-Environment-Occupation-Performance (PEOP) Model and evidence-based human factors principles, the SAFE framework offers a structured approach to clinically reason a safe practice routine for students and practitioners. This course presents the background of the program and the critical reasoning framework itself. It describes how teaching methodology based in adult learning theory was used to positively change safety behaviors and facilitate culture change. Results from the program outcomes study are reviewed.
In this course, the author author provides an overview of the case management. Definitions and roles among health professionals are included. The training also includes the types funding supporting case management and why rehabilitation professionals make great case managers.
The Fitness to Drive Screening Measure (FTDS) is a web-based questionnaire for screening senior drivers who are potentially at-risk. The FTDS is completed by a family member or caregiver of the senior driver. The results of the FTDS provide recommendations for the next steps as well as resources. However, occupational therapists who are generalists or specialists in driving rehabilitation can also use the results of the FTDS to better manage their clients' plan of care. This presentation will provide participants with an overview of the FTDS development and application. Through case studies, participants will learn how to analyze the FTDS results with clinical findings to inform their decisions about whether an on-road assessment is necessary. Participants will also learn how to use the FTDS key form results to complement the on-road assessment and as such provide a more comprehensive treatment plan and recommendations.
Occupational therapists and other healthcare professionals play an important role in helping seniors adjust to driving cessation and use of alternative transportation. This presentation provides foundational knowledge about driving and the use of alternative transportation among seniors in North America. Participants will learn about assessment and intervention tools that can be used to assist seniors transitioning to alternative transportation. Through the presentation and observation of a role play, participants will learn about key strategies to use when having these potentially challenging conversations with seniors.
